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Behavior Modification
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*Child Behavior Disorders
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A Context Analysis of Contingent Teacher Attention

Brian K. Martens

Syracuse University

The present two-experiment study compared the relationship between on-task student behavior and three measures of contingent teacher attention: total amount, contingent amount, and proportion of the total amount contingent on the target behavior. Toward this goal, a real-time observational system was developed for assessing multiple categories of teacher attention contingent upon a variety of student behavior categories. Using this system, observational data were collected in a self-contained classroom for a mentally retarded adolescent (Experiment 1) and in a remedial summer school classroom for a regular first-grade student (Experiment 2). Results from the two experiments showed the proportional measure of contingent teacher attention to account for nearly five times more variance in time on-task than contingent amount. These findings are discussed in terms of the importance of concurrently available teacher attention in the functional analysis of classroom behavior.

Behavior Modification, Vol. 14, No. 2, 138-156 (1990)
DOI: 10.1177/01454455900142002
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 Behav ModifHome page
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[Abstract]